Use this area to share resources, exchange materials, and create "sloppy copies"

2013 SC World Language Standards

Target proficiencies:

Level 1--Novice Mid
Level 2--Novice High (indicators may come from multiple proficiency levels)
Level 3--Intermediate Mid (indicators may come from multiple proficiency levels)

everything on one page!

everything on one page!



template for student "I can" stamps

partially completed template for Level 1 Unit 4

Level 1

Unit Guides for teachers with "I can" statements can be found on the corresponding Level/Unit pages.

L1 Survival

Level 1 Unit 1

Level 1 Unit 2

Level 1 Unit 3

Level 1 Unit 4

Level 2

L2 Unit 1-- Who are we?

L2 Unit 2--Change title and focus to "How do we live?"


L2 Unit 3--drop emphasis on legends/folktales to focus on anecdotes
"See, what had happened was..."--> "Tell me what happened..."


L2 Unit 4--"How can we connect and make a difference in the world?"



Need to go back and put in indicators(NM.CP1, etc.) for units 1 & 2



Comments:

Level 3

Comments:


L3 Unit 1-- "Who's who of the TL world"

L3 Unit 2-- "Where to?"

L3 Unit 3-- "What to do?"

L3 Unit 4-- "How much is enough?"

ideas for learning activities for novice learners

Bank of Learning Experiences

Google doc that contains explanations of activities that can be adapted for multiple units and levels

- This document is only pertains to Sullivan.

Assessments & EOC's

Final exams/EOC's at all levels should have assessments consistent with unit assessment formats. This means that final exams will have three equally-weighted components (100 points each):

• interpretive to measure listening and reading comprehension, as well as recognition of key structures, ability to edit or correct, and ability to manipulate vocabulary.
• interpersonal to measure the ability to have a conversation including asking and answering questions, describing or explaining, clarifying, and circumlocution.
• presentational to measure speaking and/or writing production at the student's highest potential level. Normally, this is a written assessment because of time constraints at the end of a grading term. Unlike the interpersonal, which is an unrehearsed task, the presentational allows for student preparation and strategic use of support resources. The rubric for this component contains a criteria for accuracy, so students are permitted to review their work, check spelling, edit, etc, but noticeable use of translators should be penalized.

For all levels, the intepretive should be based on comprehension of authentic materials. Here are some possible sources of relevant texts or prompts, organized by unit.

Unit 1--My School
horario-colegio de las Américas
horario escolar does not use military time, but could be useful for practice
zachary jones collection of schedules

Unit 2--Family, Friends, & Free Time
Spanish Royal family video could be good if subtitles can be removed; there is also a family tree graphic below.
wikipedia entry- Somos Familia (ARG) most TV programs have a wikipedia page that introduces the characters and explains the basic plotline. A short excerpt from one of these could be used.


Unit 3--Making Plans
talleres de verano 2013 flyer for community activities--I googled "events for young people" in Spanish and searched images to find this

camp program this has a lot of information (and probably wouldn't photocopy well) but an excerpt could be selected where students have to identify activities, when and where they take place, and possibly match them to someone who would enjoy that activity, which would require some inference skills. I googled "folleto de eventos para jóvenes" to find this.

Unit 4-- Exploring Communities
Guia de Sevilla
Guia turística de Cuenca, Ecuador
mapa turístico de Cancún

general site with links to many authentic resources--includes a French section
Casa de Joanna